Learning by teaching

[2] Systematic research into intentionally improving education, by having students learn by teaching began in the middle of the 20th century.

[3] In the early 1980s, Jean-Pol Martin systematically developed the concept of having students teach other in the context of learning French as a foreign language, and he gave it a theoretical background in numerous publications, which was thus referred to in German as Lernen durch Lehren, shortened to LdL.

[8][9][10][11] The teacher remains actively involved, stepping in to further explain or provide support if the teaching-students falter or the learning-students do not seem to understand the material.

This technique is based on evidence that show that teaching an inanimate object improves understanding and knowledge retention of a subject.

In the context of human-robot interaction, the LdL approach provides a compelling model for designing robots that can learn, collaborate, and teach.

Through the teaching process, the robot is required to explain, demonstrate, and evaluate the skill, much like students in the LdL method.

The robot’s ability to switch between the roles of student, collaborator, and teacher enhances its capability to adapt, refine its task model, and assess its knowledge through teaching interactions.

This dynamic role adaptation provides greater flexibility and leads to better long-term knowledge retention, which is also a core advantage of the LdL approach in human education.